Recent studies on Blended Learning (those courses that use a combination of online and classroom delivery) that the blended model is suited for adult learning for many reasons, including flexibility, control, and time for reflection. "How to Train the Aging Brain"(Jan 3, 2010) , reported in the New York Times, provides an additional argument for employing blended training: by the nature of its design, a blended model places students into unfamiliar and ambiguous learning situations, which is how adults learn best. In the Times article, researchers discuss the value of designing learning activities in a way that prevents forgetting. Researcher maintain that in order for the older brain to retain new information, it must be challenged in a variety of contexts.
…we need to move beyond (stuff) and challenge our perception of the world. If you always hang around with those you agree with and read things that agree with what you already know, you’re not going to wrestle with your established brain connections.Adults also learn best when they experience "disorienting dilemmas," which force students to question "the assumptions they’ve acquired." While the experience may be uncomfortable, it is in that bewildering space that long-term learning occurs. Well-planned blended models make use of this approach through complex simulations and realistic exercises. These scenarios incorporate uncertainty and press students to make decisions and explore consequences, but still within a safe practice environment - not the actual back office or factory floor!
Is your current training designed for adult learning? Here are some questions to ask yourself (see More Steam), especially if you’re considering the transition from a classroom-only model to a Blended Learning model:
- Are you challenging your adult learners assumptions and perceptions, or simply throwing facts and figures at them?
- Do your exercises, simulations and quizzes contain ambiguity, or do they simply re-state the materials presented in the lessons?
- How often are your students thrust into situations where they can use the “stuff” in a variety of environments rather than the comfortable ones?
- Do your training lessons foster enough discussion and help students to challenge the current process state?











